Intensifying Interventions for Students With Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise
We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Syste...
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| Veröffentlicht in: | Journal of emotional and behavioral disorders 2021-03, Vol.29 (1), p.56-66 |
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| container_title | Journal of emotional and behavioral disorders |
| container_volume | 29 |
| creator | Chen, Chin-Chih Sutherland, Kevin S. Kunemund, Rachel Sterrett, Brittany Wilkinson, Sarah Brown, Christerralyn Maggin, Daniel M. |
| description | We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to implement standardized EBPs with fidelity. Yet, students with significant difficulties tend to have problems that reflect a complex set of changing factors that require carefully tailored and coordinated interventions that are adapted to students’ ongoing dynamic needs. To address this issue, we discuss the concept of practice elements (PEs) as a foundation for identifying intervention strategies, and we consider how the concepts of adaptive expertise (AE) can help guide the selection of PEs and implementation and modification of multistrategy approaches to increase responsiveness to students with emotional and behavioral problems. Implications for service delivery and future research are considered. |
| doi_str_mv | 10.1177/1063426620953086 |
| format | Article |
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With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to implement standardized EBPs with fidelity. Yet, students with significant difficulties tend to have problems that reflect a complex set of changing factors that require carefully tailored and coordinated interventions that are adapted to students’ ongoing dynamic needs. To address this issue, we discuss the concept of practice elements (PEs) as a foundation for identifying intervention strategies, and we consider how the concepts of adaptive expertise (AE) can help guide the selection of PEs and implementation and modification of multistrategy approaches to increase responsiveness to students with emotional and behavioral problems. Implications for service delivery and future research are considered.</description><subject>At Risk Students</subject><subject>Behavior disorders</subject><subject>Behavior modification</subject><subject>Behavior Problems</subject><subject>Best Practices</subject><subject>Context Effect</subject><subject>Delivery Systems</subject><subject>Educational Practices</subject><subject>Emotional Problems</subject><subject>Emotional regulation</subject><subject>Evidence Based Practice</subject><subject>Expertise</subject><subject>Experts</subject><subject>Fidelity</subject><subject>Intensive treatment</subject><subject>Intervention</subject><subject>Problem solving</subject><subject>Responsiveness</subject><subject>Special Education</subject><subject>Student Characteristics</subject><subject>Student Needs</subject><subject>Students</subject><subject>Students with Disabilities</subject><subject>Teacher Role</subject><issn>1063-4266</issn><issn>1538-4799</issn><issn>1538-4799</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>GA5</sourceid><recordid>eNp1kUtL9DAUhosoeN27EQKu-5lb04y7cb7xhqCg4rKk6YkTmWlqkg7OH_H3mjqiILhJ8uY551mck2WHBP8jpCxPCBaMUyEoHhUMS7GR7ZCCyZyXo9FmeiecD3w72w3hBWNMGcc72ftVG6EN1qxs-4yG4JfQRuvagIzz6D72TcoBPdk4Q9OFG5CaI9U26AxmammdT_G_Ncbqfh4thFM0RhPXauhin9D9qo0zCDYgZ9CdVzpaDWg6h8WndxCNG9VFu0y_bx34aAPsZ1tGzQMcfN172eP59GFymd_cXlxNxje5ZozEdJJGNCUQKWpOlKB1XUshuZJUYV4WoqgVKaGWUlIpC8WYwY3RBSl0U3Nu2F52tPaCt7rqvF0ov6qm14RKwQRO_HjNO-9eewixenG9TwMIFeXJSDgjNFXhdZX2LgQP5ttEcDVsp_q9ndSSr1uCeoYf6Z_1H0gSkB4</recordid><startdate>202103</startdate><enddate>202103</enddate><creator>Chen, Chin-Chih</creator><creator>Sutherland, Kevin S.</creator><creator>Kunemund, Rachel</creator><creator>Sterrett, Brittany</creator><creator>Wilkinson, Sarah</creator><creator>Brown, Christerralyn</creator><creator>Maggin, Daniel M.</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><general>SAGE Publications and Hammill Institute on Disabilities</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K7.</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>ERI</scope><scope>GA5</scope><orcidid>https://orcid.org/0000-0002-9503-8145</orcidid><orcidid>https://orcid.org/0000-0002-5314-090X</orcidid></search><sort><creationdate>202103</creationdate><title>Intensifying Interventions for Students With Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise</title><author>Chen, Chin-Chih ; 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| ispartof | Journal of emotional and behavioral disorders, 2021-03, Vol.29 (1), p.56-66 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); ERIC - Full Text Only (Discovery); SAGE Journals |
| subjects | At Risk Students Behavior disorders Behavior modification Behavior Problems Best Practices Context Effect Delivery Systems Educational Practices Emotional Problems Emotional regulation Evidence Based Practice Expertise Experts Fidelity Intensive treatment Intervention Problem solving Responsiveness Special Education Student Characteristics Student Needs Students Students with Disabilities Teacher Role |
| title | Intensifying Interventions for Students With Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise |
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